Geometrical construction is an aspect that was examined in every general examination like the West African School Certificate Examination (WAEC). The consistent poor performance of students in these examinations leaves the teachers searching for a way out, hence this study. In this study the use of Inductive Inquiry model is made in the teaching of Geometrical Constructions at senior secondary school level. The discussion includes background information and details on the use of Inductive Inquiry models. One hundred (100) students of Government Secondary School, Bwari, Federal Capital Territory Abuja, Nigeria is the subjects. Majority of these students are in the science class. Before the lesson geometrical constructions, the students were given pre-test, using questions from past West African School Certificate Examination (WAEC) question papers to assess the students’ knowledge of this topic. The pre-test items were drawn in such a way that the first four levels of Bloom’s Taxonomy: knowledge, comprehension, application, and analysis would be tested. An assessment of students’ achievement on geometrical constructions before and after the lesson using Inductive Inquiry model on the topic was done. Other questions were also included asking students for self-report on the preferred learning style and their confidence in solving problems bothering on Geometrical Constructions. Students’ responses to the survey questions (pre and post), to assert their feelings about the Inductive Inquiry model based lesson was analyzed using a one-way analysis of variance (ANOVA). Survey results show that not all students are satisfied with the Inductive Inquiry model based lesson; though they affirmed it offered better interaction with their teacher. However, the test results show that the students who received the Inductive Inquiry model based lesson did better than those students who received normal lesson.
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